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This article reports on the third phase of a larger study that explored the perceptions of teachers about distributed leadership practices for inclusive education (IE) in primary schools involved in IE reform in Bangladesh. The Distributed Leadership Practice for Inclusive Education scale was developed specifically for this study to collect data. Participants for the present study were head teachers and teachers from 308 public primary schools. The results of this study indicate that teachers perceived that distributed leadership practices for IE were present in primary schools in Bangladesh. The findings indicate that teachers' perceptions about distributed leadership practices for IE have a significant positive correlation with their satisfaction about the implementation of IE policy. 相似文献
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Private higher education is growing, especially in developing and transitioning countries. Rapid growth frequently comes with concerns about quality. This article explores challenges and opportunities for higher education quality among private universities in Bangladesh. By presenting a vertical case study that explores interactions among actors at the institutional, national and global spheres, the authors argue for the need of developing quality standards that respond to the local realities of developing and transitioning countries. It is also argued that self-regulation among private universities is likely the most effective pathway for improvement. Bangladesh presents an ideal case for analysis given the rapid growth that higher education has experienced in the last 20 years in that country and given the current policy junction as Bangladesh begins to implement a newly developed quality assurance system. Other countries in the region in early stages of developing quality assurance and accountability systems may benefit from the findings of this study. 相似文献
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Continued discrimination towards, and exclusion of, children with special needs, combined with the high dropout rate of students from socio-economically disadvantaged backgrounds, creates considerable pressure on the inclusive education (IE) reform initiatives of developing countries. To minimise the challenges to implementing IE reform policies into classroom level practices, education systems need to apply strategies which are contextually useful. Bangladesh has introduced a number of policies and acts to support IE reform in regular schools. In the past, there were few and limited empirical studies in the context of primary education, which focus on IE. Recently, a number of studies conducted in Bangladesh have identified some contextual issues underpinning IE implementation. This paper reports on three such doctoral studies that investigated issues related to the implementation of IE policy in primary schools in Bangladesh. This paper focuses on the implications of the major findings of those studies. It is expected that the contextual evidence and implications of the findings will help primary education development programmes implement IE policy more successfully. 相似文献
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